As teachers, we all enter a school somewhere in the world each morning with the belief that we are going to make a difference TODAY. We have spent hours preparing lesson plans that follow a prescribed curriculum, designed to reach all intelligences, modalities, learning styles, standards and expectations of our given country, state, district, and school. Additionally, we are to make our lesson plans creative and entertaining. (with no budget), enough to keep the attention of young people who are accustomed to a thirty second world. Their world of commercials, video games, computers and all other manner of rapid fire technology.
One would believe that our days begin when the students arrive and are over when our pupils go home, however, this is not the case, in all reality some of us arrive at school before the sun ever even thought of rising while others only leave the "institution" well after the sun as dipped past the horizon in whichever hemisphere we reside.Our joy continues as we rush home schlepping our multiple "totes" (that we have accumulated from any of the myriad of conferences and various meetings we attend), our day "at" school continues because our totes are crammed with papers to grade, essays to be read, lesson plans to adapt due to "flexing" with the unexpected assemblies, visitors, music program practices and a hundred other interruptions that "enrich" the days and weeks of a teacher.So we bolt down whatever food is handy for supper, (with or without the various members of our families), sequester ourselves in a moderately comfy, cozy seat, (usually the kitchen table), in our homes to spend the evening sorting through papers of students who can't figure out that the day's science assignment goes in the "science" file and not the "math" file, so that we can efficiently score the days offerings from our students.
One would think that this task would be simple, alas, not so, we must examine the handwriting on the current paper to attempt to determine it's author, because not only was this science paper in the math file, the student neglected to put their moniker, page number, date, assignment or any other identifying element on the paper! The fact that this student has been in school for 4-9 years is not an issue, because students not only believe that their teachers live at school they also believe that we possess psychic abilities or some sort of super smelling powers only possessed by K-nine obedience dogs, and can ferret out the name and all other necessary information needed to accurately grade and attribute credit to the correct student.
After a fun filled evening of shuffling, sorting, and identifying papers, we then notice that it's time for bed so that they can lay in bed worrying about Freddy, an what other way can we use to help him "get" long division, will Lucy ever understand the rules of phonics and learn the sight words so that she can become an effective reader, will Carlos be able to remember what a noun is, and the list goes on and on as we lie in bed trying to solve all the problems that are not on paper, that fill a teachers mind. Students without proper winter clothes, housing, lunches, hygiene habits, and the plethora of pathos that inhabit each and every classroom around the world.
Eventually, we drop off to sleep so that we can arise to do it all again another day, week, month and year. Why? Because we know that it is not for the money, the accolades, or any other form of recognition, it is because somewhere deep inside of us there is a driving force that keeps us teaching, because we want the life of each child we touch to be better, for them to have a safe place to be each day, to learn to be the best they can be, to present them with great opportunities, to help them grow to be responsible, caring, and valuable citizens. Bottom line...we care about children. Why we do what we do? LOVE!
Tuesday, January 6, 2009
Monday, January 5, 2009
Year One
Boy, can I even go back that far. I guess the most vivid memories I have of that time is that of being set adrift in a leaky canoe, alone! I was not alone however, I had a great supportive group of other teachers and an understanding, caring principal. But when the doors closed and the kids sat down, I stood ALONE.
I will never forget that very first morning when I walked into my newly decorated room, complete with crisp new bulletin boards, (all interactive, of course), the freshly painted, custom made podium and accompanying specially designed storage boxes that my father had so proudly and lovingly made for me. One of my female students walked up to me and greeted me with the words, "I can do anything I want and YOU can't touch me". For feeling SO ready moments before I now felt SO unready. That was the kind of thing they neglected to alert me about in my classes. OOPS! Where were those professors now.
The sense of lonelyness was fleeting at first blush, but then as time went on I began to feel that I was the only teacher who had felt this way. I think it would greatly help beginning teachers to have time in their first year to get together with other same grade level teachers so that they can compare notes and come to realize that they are indeed NOT alone and adrift.
I was lucky I knew my professors well and could call and chat with them, further I was blessed to have colleagues who understood and helped me bridge the gap and through me life vests as I need them. They were there to wipe the tears, hold my hand and raise my spirits.
I wonder what the students if asked would say about their 'new' teacher. Would they have realized how much I cared, what a good job I wanted to do, or how afraid I was I would not be "good enough". I only hope that the memories that come to their minds is that their "new' teacher really did care and they had a safe, understanding place to continue their academic experience. I will have to ask some that I am in touch with on Facebook. What do they remember?
I will never forget that very first morning when I walked into my newly decorated room, complete with crisp new bulletin boards, (all interactive, of course), the freshly painted, custom made podium and accompanying specially designed storage boxes that my father had so proudly and lovingly made for me. One of my female students walked up to me and greeted me with the words, "I can do anything I want and YOU can't touch me". For feeling SO ready moments before I now felt SO unready. That was the kind of thing they neglected to alert me about in my classes. OOPS! Where were those professors now.
The sense of lonelyness was fleeting at first blush, but then as time went on I began to feel that I was the only teacher who had felt this way. I think it would greatly help beginning teachers to have time in their first year to get together with other same grade level teachers so that they can compare notes and come to realize that they are indeed NOT alone and adrift.
I was lucky I knew my professors well and could call and chat with them, further I was blessed to have colleagues who understood and helped me bridge the gap and through me life vests as I need them. They were there to wipe the tears, hold my hand and raise my spirits.
I wonder what the students if asked would say about their 'new' teacher. Would they have realized how much I cared, what a good job I wanted to do, or how afraid I was I would not be "good enough". I only hope that the memories that come to their minds is that their "new' teacher really did care and they had a safe, understanding place to continue their academic experience. I will have to ask some that I am in touch with on Facebook. What do they remember?
Teaching: Why I Do It
There are days when I wake up and I can not wait to get to my classroom. Then there are the days that I wonder what in the world possessed me to become a teacher. Teaching seems to be the only profession in which EVERYONE believes they are qualified to tell the trained professional in the field (the teacher) how to do their job.
It is further my belief that if these "people" have had, known, seen, or thought about a child "they" are qualified to instruct the teacher as to what they do wrong, how they could do it better, or the ever popular, "if you would just make learning MORE fun!" I want to say to them why don't dentists make root canals more exciting or doctors, spinal taps more enjoyable. But the plain unvarnished truth is that learning/school is work and if the "people" would leave teachers alone and let us do our job, one that we went to school to learn how to do and in most cases have gone to graduate school for, we could successfully instruct students.
I am "beginning" to believe that the greatest teaching obstacle is "the people". I want to enlighten these "people", however I am challenged to find a benevolent way to do it. Over the years I have come to understand that until society recognizes teaching as a viable profession we as teachers are destined to endure the endless parade of "knowledgeable" individuals who have all the answers for our profession.
SO why do I do it: for the children! I push the memories, the innuendos, the sorry salaries, the lack of bathroom breaks, and all the other little stumbling blocks of our days aside and refocus on the students. They are the entire reason for getting up each day and facing the slings and arrows of the "learned" so that I can nod knowingly and then go on to humbly teach those who matter the most!
It is further my belief that if these "people" have had, known, seen, or thought about a child "they" are qualified to instruct the teacher as to what they do wrong, how they could do it better, or the ever popular, "if you would just make learning MORE fun!" I want to say to them why don't dentists make root canals more exciting or doctors, spinal taps more enjoyable. But the plain unvarnished truth is that learning/school is work and if the "people" would leave teachers alone and let us do our job, one that we went to school to learn how to do and in most cases have gone to graduate school for, we could successfully instruct students.
I am "beginning" to believe that the greatest teaching obstacle is "the people". I want to enlighten these "people", however I am challenged to find a benevolent way to do it. Over the years I have come to understand that until society recognizes teaching as a viable profession we as teachers are destined to endure the endless parade of "knowledgeable" individuals who have all the answers for our profession.
SO why do I do it: for the children! I push the memories, the innuendos, the sorry salaries, the lack of bathroom breaks, and all the other little stumbling blocks of our days aside and refocus on the students. They are the entire reason for getting up each day and facing the slings and arrows of the "learned" so that I can nod knowingly and then go on to humbly teach those who matter the most!
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